Mission and Context

Program learning outcomes are guided by several important considerations:

1.     First and foremost, WISR’s MFT program  outcomes and curriculum is guided by the standards and requirements articulated by the State of California licensing agency, the Board of Behavioral Science.

2.     In addition, the MFT program  outcomes and curriculum is guided by WISR’s mission and the learning “meta-competencies” articulated from that mission (e.g., self-directed learning, action-oriented inquiry, multiculturalism, social justice, effective communication and collaboration, and the value of using one’s studies to build bridges to the future) further augment the State’s requirements and expectations.

3.     Finally, in implementing the curriculum through program outcomes, course outcomes, module outcomes, and measures, indicators, and evaluation rubrics, we draw on the first two areas of consideration and also on the knowledge gained through WISR’s history of offering a Master’s leading to the State counseling license since 1977, and the collective academic and professional experience and knowledge of WISR’s faculty.

Guiding Concepts

1. Develop, Evaluate and Apply specialized knowledge in all the areas of professional expertise required for MFT licensure in California*–as defined by the California Board of Behavioral Sciences [see 4980.36 of the California Business and Professions Code](*and also for LPCC licensure for those pursuing that additional option)

2. Develop in all the areas required by the State, “competent” knowledge and skills, as defined by the Dreyfus Model of Knowledge and Skill Development** [see below]. Develop the knowledge of a “competent” expert within the professional field of Marriage and Family Therapy (as a licensed LPCC as well for those also choosing that added, option). By developing a broad and critically informed professional knowledge base, the student is now prepared and able to continue to develop further through their post-graduate internship experiences toward the professional proficiency required to become licensed as an MFT and/or LPCC in the State of California.

3. Understand, evaluate, and apply a variety of theories, key concepts, evidence-based findings, and practices in the field of study Marriage and Family Therapy—as defined by the California State Board of Behavioral Sciences for MFT Licensure*–including the strengths, limitations, and realms of applicability of those theories, perspectives and practices. (*and also the necessary knowledge for LPCC licensure for those pursuing that additional option)

4. Develop competence in at least one area of specialization within Marriage and Family Therapy.

5. Develop an awareness of the therapeutic relevance of multicultural concerns and perspectives, as well as of the connections between specific therapeutic issues and such larger matters as social justice and equality, and bring this awareness to critical study of theories, key concepts, evidence-based findings, and practices relevant to the MFT’s (and if chosen, also LPCC’s) scope of professional practice

6. Develop skills of “learning how to learn”—methods of action-research, skills as a self-directed learning with capacity for critical thinking and improvisational problem-solving--to advance their specialized knowledge and skills for professional practice as an MFT (and also as a LPCC, for those also choosing that option).

MFT Program Learning Outcomes

A: MFT Program-Specific Learning Outcomes

The student will demonstrate that they:

1.     Understand research, theories, key concepts, and professional practices in each area of knowledge and professional practice required by the State of California licensing Board—the Board of Behavioral Sciences. State-required knowledge areas have been grouped into WISR’s required courses, and each WISR MFT and LPCC course has specifically defined learning outcomes that guide and assess student learning progress in developing the required expertise in each area. The areas of understanding to be demonstrated include, quite notably:

a.     Foundational and contemporary theories and methods of psychotherapy, and marriage, family, couples, and child counseling.

b.     Psychopathology—diagnosis, assessment, treatment, and treatment planning of mental disorders

c.      Developmental issues from infancy to old age, and their effects on individuals, couples and family relationships.

d.     Cultural competency and sensitivity, multicultural development and cross-cultural interaction,

e.     California law and professional ethics for MFTs (and for LPCC for those also pursuing that license),

f.       Among such other important areas as, for example, recovery-oriented care, crisis and trauma counseling, addictions, human sexuality, the impact of socio-economic status and poverty, spousal and partner abuse, aging and long-term care, child abuse assessment and reporting, and marriage, divorce, and blended families.

2.     Evaluate key theories and methods of psychotherapy and marriage and family therapy, as indicated by

a.     Evaluating the strengths and limitations of a variety of major theories and methods,

b.     Evaluating the circumstances in which specific theories and methods are likely to be usefully applied and valuable in professional practice.

3.     Apply skills of conscious and deliberate planning, as indicated by making critical comparisons of alternative courses of therapeutic action. In doing so, they will:

a.     Evaluate the relevance and efficacy of their recommended plan(s) of action.

b.     Evaluate uncertainties and dilemmas faced by competent professionals in the field, and

c.      Identify directions for inquiry to investigate alternative courses of action growing out of these dilemmas, uncertainties, and complexities.

4.     Create theoretical applications and strategic practices in at least one area of specialization within the scope of practice of an LMFT or LPCC, as indicated especially in their Master’s thesis, practicum and course-based action-research projects.

5.     Apply skills of doing an effective, critically minded and comprehensive review of the literature in an area of special interest to the student, as indicated by:

    a. applying a variety of strategies for searching for relevant sources

               b. evaluating quality and credibility of sources

    c. effectiveness in discussing and presenting findings, gaps in knowledge, limitations in    existing research, and directions for future research

Evaluation of these outcomes. These outcomes will be evidenced in the written assignments for each course--and guided and evaluated by course learning outcomes and module learning outcomes within each course. They will also be evaluated and evidenced through the student’s practicum, their course-based action-research projects, their written assignments in courses, their ongoing dialogue with faculty and the oral exams in each course, in the thesis, and in their collaborations with others, such as in seminars and the online forum.

***

In addition to the above-mentioned MFT program-specific PLOs, MFT students must demonstrate the following general PLOs:

WISR General Program Learning Areas and Outcomes for MFT Students

The student will:

B: Self-Directed Learning.  

Demonstrate skills as a self-directed learner, as indicated by critically minded, intentional, and improvisational learning in doing their course assignments, practicum, and thesis.

C: Action-Research. 

Engage in critically informed uses of methods of participatory and action-research in the pursuit of specialized knowledge and competent practice, especially as indicated through their action-research projects and thesis

D: Multiculturalism and Inclusiveness. 

Demonstrate an awareness of issues of diversity and inclusiveness, by showing a sensitivity to the issues involved in working with diverse populations, as indicated in their writing, dialogue and/or practicum.

E: Social Change and Justice. 

Analyze the connections of mental health issues and therapeutic practices with the bigger, societal picture, by showing in their writing, dialogue and/or action-research projects that they are inquiring into ways of creating change for social justice, greater equality and environmental sustainability, as part of the pursuit of specialized knowledge and competent practice.

F: Communication and Collaboration. 

1)     Demonstrate skills of clear and engaging written communication, by a) writing clearly and in a well-organized fashion, showing that they can intentionally identify and communicate to a chosen audience(s), and c) using their own voice on topics that matter to them.

2)     Demonstrate skills of effective oral communication and collaboration, as indicated in a) their practicum with professionals and lay people, alike, and b) in seminars and informal dialogue with other students and with faculty, and

3)     Produce a thesis that, with only further, modest revisions, is of sufficient quality to be considered seriously for professional publication

G: Build Bridges to the Future. 

1)     Demonstrate an awareness of employment opportunities, in the field of Marriage and Family Therapy, or related professional counseling options, appropriate to their specialized capabilities, experience, and interests.

2)     Begin building bridges, i.e., specific action steps, to their post-graduate involvements, especially as indicated in their practicum and Master’s thesis.

Evaluation of these outcomes. These outcomes will be evidenced in the written assignments for each course--and guided and evaluated by course learning outcomes and module learning outcomes within each course. They will also be evaluated and evidenced through the student’s practicum, their course-based action-research projects, their ongoing dialogue with faculty and the oral exams in each course, in the thesis, and in their collaborations with others, such as in seminars and the online forum.

**Paradigm to Conceptualize Development of Expertise through Learning that Builds on and Integrates the Achievement of Program Learning Outcomes—The Dreyfus Model

The Dreyfus Model is Used to Evaluate the Effectiveness of WISR’s Degree Programs, and to conceptualize the interconnections of degree program learning outcomes. The stages of the Dreyfus Model that are used at WISR are:

1)     the stage of “competent” serving as an orienting learning goal to guide students and faculty in the Master’s programs at WISR, and

2)     the stage of “proficient” providing an orienting learning goal for students and faculty in the Doctoral program.

From time to time, we have seminars on this Model at WISR, to engage students and faculty in reflecting on and discussing how to make use of it to aid learning at WISR.  Here are a few highlights to consider.

The “competent” expert comes to appreciate that simple recipes do not adequately address the nuances of, variations in, and complexity of real-life situations. As Master’s students progress in their studies, and are engaged in many levels of learning—for example, the levels articulated in Bloom’s taxonomy: understanding, applying, analyzing, evaluating and creating—their behavior and learning are increasingly characterized by the following indicators of the “competent” stage of expert knowledge and skills. They:

·        Engage in deliberate planning

·        Understand the importance of each specific context/situation

·        Use guidelines, not rules, to determine their actions

·        Are emotionally-involved in the outcomes of their actions (a strong sense of Responsibility) (commitment)

·        Use what they see to be the most valuable and “relevant perspectives” for each situation, rather than relying on rules. They may not have the creativity of a proficient expert to develop a new theory or strategy, but they will strategically analyze and evaluate what they have learned to make an educated choice about what they see to be the situationally most appropriate action or plan, from among their knowledge of the “available alternatives.” So, they:

·        Analyze and evaluate what they have learned, and then also make judgements based on their experiences

To learn more about the Dreyfus model go to: https://www.nateliason.com/blog/become-expert-dreyfus  and

http://www2.psych.utoronto.ca/users/reingold/courses/ai/cache/Socrates.html

And also:  Chapter 5, Cases and Stories of Transformative Action Research. Bilorusky, J.  Routledge Press, to be released April 21, 2021.